SHOP  SKETCHING 


SHOP    SKETCHING 


A  COURSE   OF  PROBLEMS  FOR 
MECHANICAL  DRAWING  STUDENTS 


By   RALPH    F.    WINDOES 

Supervisor  of  Manual  Arts,  Rock  Island,  111.     Author  of  "Architectural  Drawing  for  Secondary 
Schools,"    "Cedar  Chests:  How  to  Make  Them,"  "Stories  of  the  Industries,"  etc. 


THE   BRUCE   PUBLISHING    COMPANY 
MILWAUKEE,  WIS. 


Copyright    1919,  by 
The  Bruce  Publishing  Company 


CONTENTS 

Page 

Preface  5 

General  Statement     -  7 
Problems  in  Sketching     - 

The  Perspective  Protractor  -     26 

The  Circle  in  Perspective  30 

Sketching  on  Cross  Section  Paper  -                  -     54 

Supplementary  Problems  56 


416030 


PREFACE 


THE  ability  to  rapidly  make  freehand  sketches, 
either  in  perspective  or  orthographic,  is  one 
of  the  essential  accomplishments  of  all  good 
draftsmen.  By  this  means  they  may  interpret  to 
persons  not  informed  how  to  read  working  drawings. 
With  this  ability  draftsmen  are  able  to  rapidly  sketch 
some  detail  of  a  machine  or  a  broken  part  too  largo 
to  carry  to  the  drafting  room,  where  a  working  draw- 
ing can  be  made  from  the  sketch.  A  study  of  sketch- 
ing is  one  of  the  quickest  means  of  learning  how  to 
read  working  drawings,  as  it  does  not  involve  tho 
ability  to  use  the  drafting  instruments  skillfully. 
These  are  only  a  few  of  the  many  advantages  that 
are  well  known  and  appreciated  by  teachers — ad- 
vantages that  have  given  shop  sketching  an  important 
place  in  every  mechanical  drawing  course. 

This  text  presents  a  carefully  arranged  and 
thoroughly  tested  course  of  problems  in  shop  sketch- 
ing which  will  leave  with  the  average  student  com- 
pleting it  the  ability  to  make  sketches  from  objects; 
perspective  sketches  from  working  drawings;  and  the 
ability  to  accurately  read  working  drawings.  It 


should  be  given  in  the  last  half  of  the  first  year's 
work,  or  in  the  second  year.  Since  so  many  students 
drop  out  of  school  after  the  first  year,  the  latter  part 
of  that  year  is  recommended  for  this  work,  as 
nothing  can  be  given  that  has  the  practical  ad- 
vantages of  shop  sketching. 

As  much  theory  as  possible  has  been  omitted 
from  this  course.  Technicalities  concerning  perspec- 
tive have  been  carefully  explained,  simplified,  or  left 
to  a  more  advanced  course.  The  one  aim  has  been 
to  impart  to  the  student  the  knowledge  and  practice 
necessary  to  rapidly  make  clear  and  accurate  free- 
hand shop  sketches. 

The  work  as  arranged  can  be  covered  in  one  half 
year  of  five  months  when  the  students  work  forty- 
five  minutes  each  day  of  the  school  week.  This  should 
take  the  average  through  plate  twenty.  Other  plates 
have  been  added  to  supplement  this  work,  lengthen 
the  course,  or  to  provide  work  for  the  more  apt  stu- 
dents. These  more  advanced  plates  will  be  of  help 
where  the  course  is  used  in  normal  and  technical 

RALPH  P.  WINDOES. 


General  Statement 


SHOP  SKETCHING.  The  practical  value  of  free- 
hand sketching  can  not  be  overestimated.  It  is  not 
too  much  to  say  that  nothing  that  can  be  given  in  an 
elementary  mechanical  drawing  course  is  of  more 
importance  to  the  man  who  expects  to  advance  in  the 
profession,  and  the  student  just  beginning  his  draft- 
ing course  will  do  well  to  bear  this  fact  in  mind. 

Tracers  and  detailers — mere  routine  men — may 
be  proficient  without  the  ability  to  make  good,  clear, 
and  accurate  freehand  sketches,  but  the  engineer  and 
the  designer  must  have  this  ability.  The  inventor 
whose  time  is  too  valuable  to  spend  in  mechanical 
execution  at  the  drafting  board  must  be  able  to  ma- 
terialize his  thoughts  by  the  means  of  freehand 
sketches,  which  will  later  be  passed  on  to  the  drafts- 
men to  execute. 

DEFINITIONS.  Shop  sketches  may  be  of  various 
kinds — as  many  kinds  as  there  are  modes  of  technical 
expression,  though  they  are  usually  in  one  of  two 
methods — orthographic  or  working  sketches,  and 


perspective  sketches.  Any  one  of  the  axonometxic 
projections  can  be  utilized — especially  isometric — or 
cabinet  projection  may  be  used.  As  a  general  rule, 
sketches  from  objects  which  are  to  be  later  drawn  up 
to  scale  in  the  regular  manner  will  be  made  in  ortho- 
graphic. Inventive  sketches  in  either  orthographic 


Figure  1 


SHOP   SKETCHING 


or  perspective,  and  sketches  that  are  used  to  explain 
working  drawings  to  the  uninitiated,  in  perspective. 

The  camera,  when  properly  focused,  shows  an  ob- 
ject in  true  perspective.  Figure  1  illustrates  a  library 
table  from  a  photograph,  Figure  2  is  a  perspective  of 
the  same  table,  and  Figure  3  is  its  orthographic  pro- 
jection. The  close  resemblance  between  the  photo- 
graph and  the  perspective  is  very  apparent,  while  the 
orthographic  gives  the  exact  appearance  of  the  top, 
front,  and  side  views  as  if  each  were  viewed  alone  and 
the  others  could  not  be  seen.  Hence  each  view  in 
the  orthographic  shows  but  two  dimensions,  while  the 
perspective  and  photograph  show  three.  This  will 
make  it  apparent  that  at  least  two  views  are  neces- 
sary in  orthographic  projection  to  properly  show  all 
three  dimensions  of  length,  breadth,  and  thickness. 
To  the  student  who  has  made  a  study  of  orthographic 
projection  these  statements  will  come  as  a  review. 

As  stated  before,  all  of  the  problems  in  this  course 
will  be  made  as  freehand  orthographic  or  perspective 
sketches. 


Figure  2 


DRAWING  MATERIALS  KEQUIRED.  A  2  H  pencil, 
a  4  H  pencil,  a  pencil  eraser,  paper,  drawing  board, 
and  thumb  tacks  are  all  the  materials  needed  for  the 
drawing  work.  The  paper  should  have  a  rather  hard 
surface  as  the  rough  surface  of  the  ordinary  drawing 
paper  soils  too  rapidly.  The  plates  are  to  be  made  on 
sheets  measuring  ll"x  15",  which  can  be  cut  with- 
out waste  from  the  standard  size  of  22"x  30". 

The  pencils  should  be  sharpened  to  long,  conical 
points. 


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Figure  4 


GENERAL       STATEMENT 


11 


MEASURING  TOOLS.  A  two-foot  rule  and  a  pair 
of  calipers  will  be  all  the  measuring  tools  actually 
needed  for  this  course,  but  some  additional  tools  will 
be  of  great  help,  especially  when  taking  measurements 
of  large  or  complicated  machines  and  parts.  These 
tools  are  all  illustrated  in  Figure  4  and  consist  of, 
in  addition  to  the  two-foot  rule  and  calipers,  a  12" 
steel  rule  or  straight  edge,  plum  bob,  combination 
square,  and  surface  gauge. 

How  TO  SKETCH.  All  work  on  the  drawing  board 
should  be  done  freehand.  The  T-square  and  tri- 
angles may  be  used  in  laying  out  the  trimming  edge 
of  the  plates,  but  for  no  other  purpose. 

The  vertical  lines  should  be  sketched  as  illustrated 
in  Figure  5.  The  fingers  grasping  the  pencil  as  in 
writing,  control  the  movement  entirely.  The  side 
of  the  hand  rests  upon  the  board,  also  the  forearm. 
The  lines  are  sketched  downward,  each  one  about  one 
inch  long,  where  longer  lines  are  desired,  and  con- 
nected so  as  not  to  overlap.  Vertical  sketching  is  a 
finger  movement. 


Figure  5 


12 


SHOP      SKETCHING 


Horizontal  lines  are  sketched  as  Figure  6  illus- 
trates. In  this  case  the  third  and  fourth  fingers  rest 
upon  the  board,  as  does  the  forearm.  The  lines  are 
sketched  from  left  to  right,  hinging  at  the  wrist. 
This  permits  of  drawing  lines  of  about  one  inch  and 
connecting  them  without  laps  for  longer  lines.  Re- 
member, horizontal  lines  are  drawn  with  a  wrist 
movement,  while  vertical  lines  are  drawn  with  a 
finger  movement.  Study  the  illustrations  carefully 
and  impress  these  methods  strongly  in  mind. 

References: 

Crawshaw   and  Phillips — "Mechanical   Drawing  foi 

Secondary  Schools." 

Phillips  and  Orth — "Mechanical  Drawing." 
French — "Engineering  Drawing." 


Figure  <> 


Problems  in  Sketching 


Plate  Layout 


PLATE  LAYOUT.     Tack  the  paper  on  the  draw-  Sketch  the  border  lines  in  with  the  4  H  pencil, 

ing  board  near  the  upper  left  hand  corner.    Lay  out  estimating  1"  in  from  the  left  hand  trimming  line, 

the  trimming  edges  of  the  plate,  10"x  Uy2",  exact,  and  y2"  in  from  the  others.     Sketch  these  lines  as 

using  the  T-square  and  triangles  to  pencil  in  these  nearly   vertical    and   horizontal    as    possible.      Thia 

lines.     Now  put  these  tools  away  as  all  the  rest  of  much  will  be  done  on  every  plate  of  the  course,  and 

the  work  will  be  freehand.  is  termed  the  plate  layout. 

Plate  1 

To  draw  the  first  plate,  proceed  as  follows :  horizon  intersects  it  at  the  level  of  the  eye  of  the 

1.  Draw  the  horizon  line  2%"  dowi1  from  the  person  who  is  viewino  &e  perspective  drawn. 

upper  border  line,  using  the  4  II  pencil  for  all  of  4.     Estimate  1"  down  from  A  to  B  and  sketch 

this  construction  work,  and  estimating  all  dimensions.  the  horizontal  line  through  this  latter  point. 

2.  Mark  points  in  on  this  line  for  the  right  and  5.     Connect  A  and  B  with  the  vanishing  points, 
left  vanishing  points  %"  from  the  vertical  border  being  very  sure  that  the  angle  of  inclination  on  both 
lines.  sides  of  AB  is  the  same. 

3.  Draw  a  vertical  line  through  the  center,  and  6.     This  much  of  the  work  has  been  almost  me- 
establish  point  A  1%"  down  from  the  horizon  on  thia  chanical ;  now  the  student  must  estimate  the  distance 
line.  between  the  vanishing  lines  that  will  give  him  the 

Note  carefully  that  the  two  vanishing  points  are  appearance  of  faces  of  a  cube,  and  draw  these  vertical 

on  the  horizon  and  the  vertical  line  through  the  lines.    Although  the  front  edge  AB  of  a  1"  cube  is 

14 


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PLATE,  LAYOUT 


16 


SHOP      SKETCHING 


1",  none  of  the  remaining  edges  will  measure  true, 
since  the  faces  are  "foreshortened"  as  they  approach 
the  vanishing  points. 

7.  When  these  lines  have  been  drawn,  connect 
their  upper  ends  with  the  vanishing  points,  as  il- 
lustrated, which  will  enclose  the  remaining  faces  of 
the  cube. 

8.  If  the  cube  appears  as  a  true  perspective,  go 
over  its  outlines  with  the  2  H  pencil,  causing  them  to 
stand  out  from  the  construction  lines.     Repeat  with 
the  border  lines. 

9.  Complete  the  plate  by  putting  in  the  lettering 
as  indicated  on  the  copy,  omitting  the  "instructions" 
and  the  dimensions  in  the  circles. 

You  have  now  drawn  your  measuring  cube,  the 
basis  for  all  future  dimensions  in  perspective.  Re- 
member the  following  points : 

a.  Only  the  front  edge  is  in  its  true  length. 

b.  The  other  lines  do  not  actually  measure  1", 
but  they  give  that  appearance. 


Figure  7 


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Plate  1 


18 


SHOP      SKETCHING 


c.  This  is  due  to  the  "foreshortening"  of  lines 
as  they  approach  the  vanishing  points. 

d.  The  level  of  the  eye  as  you  are  observing  the 
cube  is  above  the  object,  hence  you  see  the  upper 
surface.    If  the  level  of  the  eye  is  below  the  object, 


you  see  the  lower  surface.  If  the  level  of  the  eye  is 
neither  above  nor  below,  you  see  neither  the  upper 
nor  the  lower  surfaces  as  Figure  7  illustrates. 

e.  In  this  particular  kind  of  perspective  which  is 
known  as  45  degree  perspective,  the  angles  of  inclina- 
tion of  similar  lines  are  the  same. 


Plate  2 


1.  LAY  out  this  plate  as  you  did  Plate  1. 

2.  Locate  point  A  5"  in  from  the  right  hand 
vertical  border  line  and  2y2"  down  from  the  horizon. 
At  this  point  sketch  your  measuring  cube.    The  lines 
to  the  VPR  are  estimated  the  same  as  those  to  the 
VPL  which  is  located  on  the  drawing. 

Your  problem  is  to  sketch  a  pile  of  108  one -inch 
cubes,  36  in  a  layer,  three  layers  high. 

3.  Draw  two  cubes  directly  below  your  measur- 
ing cube,  remembering  that  the  front  edges  are  in 
their  true  length. 


4.  Connect  the  edges  with  VPL. 

5.  Between  the  upper  converging  lines,  estimate 
the  faces  of  six  cubes.    These  will  get  smaller  as  they 
approach  the  vanishing  point. 

6.  If  they  appear  as  cubes,  drop  vertical  lines 
through  the  other  converging  lines. 

7.  Estimate  the  angles  of  inclination  toward  the 
right,  and  repeat. 

8.  Complete   the   construction  by   drawing  the 
lines  toward  the  vanishing  points  that  will  give  the 
upper  faces  of  the  cubes. 


Plate  2 


20 


SHOP      SKETCHING 


9.  Go  over  the  outlines  of  the  cubes  with  the 
2  H  pencil.  Omit  the  "instructions"  and  the  dimen- 
sions in  the  circles. 


In  this  problem  you  have  learned  how  to  secure 
the  measurements  in  perspective  for  any  object,  ex- 
amples of  which  will  follow. 


Plate  3 


THIS  plate  represents  both  an  orthographic  and 
a  perspective  sketch  of  a  small  block  grooved  through 
the  center.  It  is  to  be  copied  freehand,  observing  the 
"instructions"  on  the  copy. 

1.  Lay  out  the  plate  as  before. 

2.  Sketch  the  orthographic,  using  the  4  H  pencil 
for  all  of  the  preliminary  work. 

3.  At  point  A,  draw  a  measuring  cube,  and  to 
the  right  and  left  of  it  draw  two  similar  cubes,  repre- 
senting a  surface  l"x  3"x  3". 

4.  As  the  block  is  2"  high,  estimate  another  inch 
down  from  the  measuring  cube,  thus  forming  your 
enclosing  solid  for  a  block  2"x  3"x  3". 


5.  Complete  the  construction  of  the  perspective 
by  drawing  the  groove  through  the  center,  as  shown. 

6.  Go  over  the  outlines  of  both  the  orthographic 
and  the  perspective  with  the  2  H  pencil,  leaving  the 
dimensions  on  the  orthographic  light  lines. 

7.  Draw  a  horizontal  through  the  object  for  a 
table  line.    This  will  be  done  on  all  future  perspec- 
tive drawings. 

In  this  example  no  vanishing  points  are  to  be 
located,  the  lines  appearing  to  meet  at  some  dis- 
tance off  the  drawing  board.  Remember  that  this  ia 
45  degree  perspective  and  the  angles  of  inclination 
are  the  same  on  both  sides  of  the  vertical  center. 


SKETCH    OF  GROOVED 


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Plate  3 


22 


SHOP      SKETCHING 


Plate  4 


THIS  plate  involves  new  work  in  the  form  of  an 
incompleted  orthographic  which  is  to  be  completed  by 
the  student,  and  lines  in  perspective  other  than 
vertical  or  horizontal. 

1.  Lay  out  the  plate. 

2.  Sketch  the  orthographic  as  indicated,  com- 
pleting it  where  lines  are  omitted. 

3.  Draw  the  "enclosing  solid"  as  a  3"  cube. 

4.  Since   the  upper  edge  of  the  prism  comes 
exactly  in  the  center,  estimate  1J4"  over  from  A 
and  connect  this  point  with  the  bottom  edges  by  the 
means  of  slant  lines. 

5.  Complete  the  plate  as  previously  instructed. 


Note  that  the  distance  toward  the  front  edge  is 
greater  than  the  same  distance  toward  the  far  side, 
since  the  lines  are  foreshortened  as  they  approach 
the  vanishing  points. 

This  method  may  be  used  to  locate  any  slant  lines 
in  perspective.  Simply  draw  verticals  and  hori- 
zontals around  the  slant  lines,  and  estimate  the  dis- 
tances on  the  verticals  and  horizontals. 

The  half-inch  dimension  of  the  lower  edge  of  the 
prism  must'  be  estimated  on  the  front  vertical  edge 
of  the  enclosing  solid  and  carried  back  to  the  point 
where  needed.  All  horizontal  measurements  are 
estimated  on  this  edge  since  here  they  are  in  their 
true  length. 


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Plate  4 


24 


SHOP      SKETCHING 


Plate  5 


THE  new  work  on  this  plate  involves  invisible 
edges. 

1.  Lay  out  the  plate. 

2.  Sketch  the  orthographic,  completing  it  where 
lines  have  been  omitted  on  the  copy. 

3.  Draw  the  enclosing  solid  representing  a  block 
21/2/'x  4"x  4".     Figure  8  illustrates  the  constructive 
lay-out. 

4.  Sketch  the  slant  lines  as  you  did  on  the  last 
plate,  and  complete  the  left  hand  and  upper  surfaces. 

5.  Copy  the  invisible  edges,  noting  that  they 
follow  the  same  principles  as  visible  edges. 

6.  Complete  the  plate  as  before. 

Invisible  edges  are  seldom  used  in  perspective, 
since  the  idea,  as  with  the  camera,  is  to  show  an 


Figure  8 

object  as  it  would  appear  to  a  spectator.     They  have 
been  included  in  this  plate  as  a  matter  of  practice. 


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Plate  5 


26 


SHOP      SKETCHING 


Plate  6 


MAKE  a  working  drawing  and  a  perspective  from 
some  small  straight  line,  square  object  assigned  by  the 
teacher. 

This  may  be  a  model  joint,  a  geometrical  solid,  a 
block  of  some  kind  made  for  the  purpose,  or  a  small 
piece  of  furniture  such  as  a  footstool  or  taboret. 

Figure  9  gives  suggestions  as  to  type. 

In  drawing  the  orthographic,  sketch  the  views 
without  taking  any  measurements.  Estimate  the 
measurements  and  draw  the  object  as  near  to  scale 
as  possible.  When  the  views  are  finished,  put  in  the 
dimension  lines,  then  the  dimensions,  which  will  be 
•measured  on  the  object  with  the  rule. 


Figure  9 


The  Perspective  Protractor 


OUR  previous  examples  have  all  been  in  45  de- 
gree perspective,  that  is,  the  angles  of  inclination  of 
similar  lines  have  been  the  same;  hence  the  vanishing 
points  have  been  the  same  distance  each  side  of  the 


vertical  touching  the  horizon  at  the  level  of  the  eye. 

It  is  apparent  that  if  the  object  is  of  irregular 

shape,  much  longer  than  it  is  wide  or  high,  the  45 

degree  perspective  will  not  balance  up  well  on  the 


PROBLEMS       IN       SKETCHING 


27 


drawing.  Hence  we  will  construct  a  protractor  that 
will  be  of  help  in  solving  problems  involving  irregu- 
lar dimensions. 


Figure  10  illustrates  the  "perspective  protractor." 
It  is  constructed  as  follows,  using  the  regular  draw- 
ing instruments: 

On  a  piece  of  heavy  drawing  paper  or  Bristol 
board,  draw  the  vertical  and  horizontal  center  lines. 
With  their  intersection  as  center,  draw  two  circles, 
one  1"  in  diameter,  and  the  other  3"  in  diameter. 
Divide  the  larger  circle  into  24  equal  parts,  and,  by 
the  means  of  radials,  divide  the  smaller  likewise. 
From  the  divisions  on  the  smaller  circle  draw  hori- 
zontal lines  to  the  right  and  left.  From  the  same 
divisions  on  the  larger  circle  draw  verticals  intersect- 
ing these  horizontals.  The  intersection  of  these  lines, 
as  shown  in  the  lower  half  of  the  construction,  will 
locate  points  on  the  curve  of  the  ellipse.  The  upper 
half  is  drawn  in  the  same  manner.  Use  the  irregu- 
lar curve  to  obtain  an  accurate  figure. 

Erase  all  construction  lines  within  the  ellipse, 
and  connect  radials  to  the  points  located  on  its 
curve,  as  in  the  upper  half  of  the  construction. 

Number  these  points  in  degrees — starting  at  the 
left  hand  end  of  the  horizontal  center  line — 15°, 


Figure   10 


28 


SHOP      SKETCHING 


30°,  45°,  etc.     With  a  sharp  knife  or  scissors  trim 
the  ellipse  carefully. 

Figure  11  shows  the  protractor  in  use  in  the 
drawing  of  a  measuring  cube.  In  this  case  the  left 
hand  edge  makes  an  angle  of  30  degrees  with  the 
horizontal,  hence  the  right  hand  must  be  at  120 
degrees  since  the  corner  of  the  cube  is  a  right  angle. 
If  the  left  hand  edge  had  been  at  15  degrees,  the 
right  hand  would  have  been  at  105  degrees,  etc. 
When  the  object  is  square  on  the  front  corner,  there 
must  be  90  degrees  between  the  two  faces  represent- 
ing that  corner  in  perspective. 


Figure  11 


Plate  7 


THIS  plate  involves  the  use  of  the  perspective 
protractor. 

It  is  largely  a  copy  plate,  but,  as  far  as  possible, 
each  student  should  be  assigned  a  different  angle  for 
the  perspective, 


Place  the  working  drawing  nearer  the  center  as 
your  plate  will  not  contain  the  "instructions." 

The  sketching  of  the  perspective  is  like  the  previ- 
ous work  with  the  exception  of  the  different  angles. 


*       *  *  •*  .  *  .  *•.  *     »   » 


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Plate  7 


30 


SHOP      SKETCHING 


Note  that  when  the  angles  of  inclination  are  not 
the  same,  the  vanishing  points  will  be  at  different 
distances  from  the  front  corner  of  the  object. 

Plate  8 

THIS  plate  requires  no  orthographic.  The  prob- 
lem is  to  make  a  perspective  from  the  working  sketch 
given.  The  long  axis  is  to  slope  toward  the  left  at  30 
degrees  on  the  perspective  protractor. 

Figure  12  is  from  a  photograph  of  this  joint, 
which  will  be  of  some  assistance  in  sketching  the 
perspective. 


Figure   13 

The  Circle  in  Perspective 

of  the  previous  plates  have  contained  cir- 
cles or  arcs  of  circles.  This  feature  of  the  work  will 
now  be  considered. 

All   perspective   circles  are   in   the   form   of   the 
ellipse.    Figure  13  shows  how  they  are  formed  on  the 


Figure  12 


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Plate  8 


32 


SHOP      SKETCHING 


surfaces  of  a  cube.  Note  carefully  that  the  circles  are 
tangent  to  the  sides  of  the  square  faces  where  the 
center  lines  of  the  squares  touch  the  outlines.  This 
is  apparent  when  the  orthographic  circle  is  considered, 
since  the  circle  is  tangent  to  the  square  at  the  same 
points,  Figure  14.  Hence,  in  order  to  draw  circles  in 
perspective,  enclose  the  circles  in  the  orthographic 
with  squares,  draw  the  squares  on  the  perspective  with 
their  center  lines,  and  sketch  in  the  perspective  circles 
tangent  at  these  four  points.  Arcs  are  treated  in  the 
Bame  manner,  though  in  this  case  it  is  only  part  of 
the  circle  desired.  After  a  little  practice  in  this 
longer  method,  the  student  will  be  able  to  sketch  in 
perspective  circles  and  arcs  without  the  aid  of  the 
squares. 


Figure  14 


THE:   CIRCLE     //v  PERS °ECT/ VE 


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DATE. 


PLATE    rvg 


Plate  9 


34  SHOPSKETCHING 


Plate  9 

V 

THIS  plate  gives  practice  in  the  drawing  of  cir-  sketched  if  the  far  side  face  of  the  cube  is  put  in  and 

cles  and   arcs  in  perspective.     It  represents  three  the  curve  made  as  directed  before.    The  slight  differ- 

cylinders,  two  in  the  horizontal  position,  and  one  in  ence  ig  caused  by  the  foreshortening, 
the  vertical.    The  instructions  are  given  on  the  plate. 

In  the  horizontal  position,  the  far  side  curve  is  Erase  all  construction  cubes  on  the  finished  plate, 

not  quite  parallel  with  the  front,  but  it  is  easily  leaving  the  three  cylinders  with  the  table  line. 

Plate  10 

THIS  plate  is  an  application  of  the  principles  holes  are  sometimes  indicated  with  a  note,  which 

previously  learned,  the  object  being  a  small  machine  gives  the  size  as  well  as  the  method  of  making  them — 

part.    The  two  view  orthographic  and  the  perspective  "drill,"  "bore,"  etc. 

are  both  required.    Notice  that  in  a  working  sketch,  The  student  is  to  copy  this  plate. 


f  »•»«.*    jv 


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PLflTE     NO. 


Plate  10 


36 


SHOP       SKETCHING 


Plate  11 


THIS  plate  is  a  further  application  of  the  prin- 
ciples stated.  Here  more  curved  surfaces  are  given. 
Note  that  on  a  perspective,  curves  that  are  not  sharp, 
such  as  filleted  corners  on  a  casting,  can  only  be  in- 


dicated with  short,  curved  lines.  The  photograph. 
Figure  15,  will  he  of  help  when  drawing  the  perspec- 
tive. 


Figure  15 


Plate   11 


38 


SHOP      SKETCHING 


Plate  12 


THIS  plate  requires  the  completion  of  the  top 
view  in  the  orthographic,  and  a  perspective  sketch. 
Figure  16  will  be  of  help  in  the  making  of  this 
perspective. 


Run  the  long  axis  to  the  left  at  an  angle  of  30° 
on  the  perspective  protractor,  since  the  eccentric  is 
much  longer  than  it  is  wide. 


Figure  16 


ECCE /V  TPIC    SHflFT 


INSTRUCTIONS 
COMPLETE     THE    WORKING 

a  PERSPECTIVE  SKETCH  uy  THIS 


Plate  12 


40 


SHOP      SKETCHING 


Plate  13 


PLATE  13  is  a  dimensioned  perspective  of  a  buffet, 
from  which  a  two  view  working  sketch  is  required. 
This  sketch  must  be  dimensioned  completely,  and  in- 
side construction  must  be  indicated.  The  student's 
knowledge  of  furniture  construction  will  be  of  help 
in  this;  also  working  drawings  of  similar  types  will 
make  good  references. 

Dimensioned  perspectives  are  not  as  practical  as 


working  sketches,  as  they  usually  consume  more  time 
in  the  making,  and  it  is  more  difficult  to  show  inside 
construction  with  them.  But,  for  small,  simple  pieces 
such  as  washers,  bolts,  nuts,  etc.,  from  which  work- 
ing drawings  will  be  made  later,  they  are  sometimes 
used.  And  again,  they  are  used  occasionally  when 
explaining  what  is  meant  by  a  working  drawing  to 
a  craftsman  who  cannot  read  one. 


PERSPECTIVE     OF-    BUFFET 


INSTRUCTIONS 
/I  TWO  VIEW  W3£L'*_LWj 
FROM  THIS  PF&SPFC  r 


PL/4TE    NO 
DfiTE  NOME 


Plate  13 


42 


SHOP      SKETCHING 


Plate  14 


THIS  problem  requires  the  sketching  of  a  perspec- 
tive from  the  working  sketch  and  the  photograph, 
Figure  17.  Make  the  sketch  large  enough  to  balance 


the  plate  well,  as  it  will  occupy  the  plate  alone — the 
orthographic  not  being  required. 

Put  the  dimensions  on  the  perspective. 


Figure  17 


//V3  TRUC  TIONS 

MfiHE  /f   PER3PEC  TIVE    3KETCH    OF"    THE 
OC><JEC  T    FROM     TI-IIS    WORKING    SKETCH.  PUT 
ON    P&lt-ICIPflL    DlMEHaiO/VS.   Mf>KE    SKETCH 
i-fiPGE      g/VOUO/-/      TO     Bft-flNCE     PLATE. 


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Plate  14 


44 


SHOP      SKETCHING 


Plate  15 

THIS  problem  is  similar  to  the  last — a  dimen- 
sioned perspective  alone  being  required. 

Note  that  in  the  side  view,  a  full  section  is  given 
on  the  plate.  This  is  often  done  in  working  draw- 
ings since  the  inside  construction  can  be  more  clearly 
shown. 

A  section  is  an  imaginary  drawing.  In  this  ex- 
ample, we  have  imagined  that  we  have  cut  the  piston 
on  a  center  line  through  the  two  wrist  pin  bearings. 
We  have  then  removed  the  front  portion  and  drawn 
the  remainder  of  the  object.  Where  we  have  im- 
agined the  saw  to  have  cut  the  metal,  we  have  drawn 
light  45  degree  lines,  known  as  "section  lines." 

On  future  sketching  plates  from  objects  show  sec- 
tions if  it  will  make  the  interior  construction  any 
clearer. 


Figure  18 


£7Vg//V£     PISTON 


INS  TRUC  nans 

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Plate  15 


46 


SHOP      SKETCHING 


Plate  16 


MAKE  an  orthographic  and  a  perspective  sketch 
of  some  small  object  selected  by  the  teacher.  Type 
suggestions  are  given  in  Figure  19.  Place  dimen- 
sions on  the  orthographic. 

When  sketching  from  objects,  take  no  measure- 
ments until  the  views  are  sketched  in.  Estimate  your 
proportions  to  scale  as  nearly  as  practical.  That  is, 
if  you  are  sketching  as  nearly  full  size  as  possible, 
try  to  make  your  sketches  show  it  in  every  view  and 
every  part.  If  the  object  is  about  5"  long,  make  it 
as  near  5"  as  you  can  estimate,  but  have  the  length 
the  same  on  both  the  top  and  front  views.  Have  the 
width  about  the  same  on  the  top  and  side  views.  Have 
the  height  about  the  same  on  the  front  and  side 
views. 

If  you  are  reducing  the  object  in  size  on  the 
sketch,  show  this  reduction  evenly  all  the  way  through. 


"When  the  sketches  have  been  completed — no 
measurements  having  been  taken — put  in  the  di- 
mension and  extension  lines.  Put  on  the  arrow 
heads,  and  then  measure  up  the  object.  As  each 
measurement  is  taken,  put  it  down  in  its  proper 
dimension  line. 

When  all  have  been  completed,  check  it  over  to  see 
if  any  dimensions  have  been  omitted.  Are  the  three 
dimensions  given  for  every  piece  and  every  part? 
Are  the  sizes  and  centers  of  holes  carefully  located, 
etc.? 

Remember  that  in  actual  practice  if  a  working 
drawing  is  being  made  from  a  sketch,  the  drafts- 
man must  not  take  the  time  to  go  back  to  the  object 
and  measure  it  for  missing  dimensions.  Every  di- 
mension and  every  detail  must  be  shown  in  the 
sketch. 


PROBLEMS      IN      SKETCHING 


47 


Figure  19 


48  SHOPSKETCHING 


Plate  17 

FIGURE  20  illustrates  the  body  of  a  hanger  and  the  front  and  side  views,  put  on  dimension  lines,  place 
it  is  required  to  make  a  working  sketch  from  this  the  dimensions  that  are  given,  and  estimate  the 
figure.  A  few  dimensions  are  given — just  enough  to  others.  This  will  give  excellent  practice  in  proper- 
secure  correct  proportions.  The  problem  is  to  sketch  tion  and  balance.  Check  your  dimensions  carefully. 


-AX 


LJI 


Fieure  20 


50 


SHOP       SKETCHING 


Plate  18 


MAKE  a  perspective  sketch  from  a  piece  of  furni- 
ture, but  do  not  dimension  it.  The  cabinet  shop 
projects  can  be  used  as  models,  or  the  tables,  benches, 
stools,  cases,  desks,  chairs,  etc.,  in  the  drawing  room 
can  be  utilized.  Each  student  should  be  assigned  a 
different  project  as  far  as  possible.  Finish  these 


perspectives  carefully,  using  the  2  H  pencil  sharpened 
to  a  long  point  for  the  finished  pencilling  stage. 

A  small  amount  of  shading  and  graining  can  bu 
added  to  this  drawing  if  desired,  but  do  not  spoil 
the  effect  with  too  much.  Figure  21  is  a  good  sug- 
gestion. 


PROBLEMS       IN       SKETCHING 


51 


Plate  19 


FROM  a  rather  small,  complicated  object  such 
as  a  valve,  carburetor,  etc.,  make  a  set  of  detailed 
orthographic  sketches,  and  an  assembly  sketch.  This 
may  require  more  than  one  sheet.  If  so,  number 


them  Plates  19-A,  19-B,  19-C,  etc. 

This  problem  is  no  more  difficult  than  a  single 
object  sketch,  it  simply  requires  more  sketches.  Each 
part  should  be  drawn  up  as  a  single  object,  but  the 


Figure  22 


52 


SHOP       SKETCHING 


dimensions  should  be  so  carefully  taken  that  the  de- 
tailed parts  will  go  together  in  the  assembly  with- 
out a  conflict. 

Plate  20 

THIS  final  plate  of  the  sketching  course  is  to  be 
drawn  up  from  some  machine — a  lathe,  Figure  23, 
for  example — a  gas  engine,  or  any  large  machine. 

The  character  of  the  work  on  this  plate  will  be 
determined  by  the  amount  of  time  left  to  devote  to  it. 

Considering  the  lathe  as  an  example,  one  student 
might  detail  the  headstock,  another  the  tailstock, 
another  the  tool  rest,  a  fourth  the  befl,  etc.,  thus  com- 
pleting a  set  of  sketches  of  a  large  machine.  Or, 
if  time  permits,  one  student  could  do  this  alone, 
other  students  working  on  other  machines. 

If  the  instructor  desires  any  more  perspective 
sketches,  these  machines  might  serve  as  models  for 
this  advanced  perspective  sketching. 


Figure  22  illustrates  a  few  of  the  objects  suggest- 
ed for  this  work. 


Sketching  on  Cross-Section  Paper 


54  SHOPSKETCHING 


Sketching  on  Cross-Section  Paper 

SOME  draftsmen  prefer  to  make  their  sketches  on  ments  from  the  object  as  the  views  are  drawn  if  the 

cross  section   paper.     Figure  24  illustrates  such  a  correct  scale  is  to  be  maintained, 

sketch.     This  practice  has  a  number  of  advantages  In  this  course  it  is  recommended  that  a  few  of 

over  the  plain  paper  sketch,  especially  if  the  paper  the  orthographic  sketches  be  made  on  cross  section 

used    is    ruled    off    in    inches    and    subdivided    into  paper  in  order  to  familiarize  the  students  with  this 

eights.     The  vertical  and  horizontal   lines  can  be  procedure. 

eights  of  an  inch.     The  vertical  and  horizontal  lines  Another  ruled  paper  that  might  be  of  help  is  the 

can  be  used  to  guide  the  pencil  in  drawing  straight  isometric   paper   now   on   the   market.      By    its   use 

lines,  and  the  divisions  make  it  easy  to  sketch  to  scale.  isometrics  can  be  sketched  in  place  of  perspectives, 

The   main   difference  between   this   method   and   the  but  this  is  not  to  be  recommended  if  the  ability  to 

other  is  that  it  becomes  necessary  to  take  measure-  make  rapid  perspectives  is  to  be  acquired. 


Figure  24 


56  SHOPSKETCHING 


Supplementary  Problems 

THE  following  plates  have  been  added  to  sup-  longer  courses  such  as  might  be  given  in  trade  or 
plement  the  course.    They  may  be  used  in  a  number  normal    schools ;    or    they    may    be    used    to   make 
of  ways.    They  may  serve  as  additional  plates  for  the  regular  mechanical  machine  drawings  for  the  ma- 
more  apt  students  to  work  upon  while  the  slower  are  rhine  drawing  courses, 
catching  up;  they  may  serve  as  regular  plates  in 

Supplementary  Plate  1 

This  plate  represents  a  test  plate  to  follow  regu-  be  given  concerning  it,  and  students  should  not  bo 

lar  plate  6.     It  contains  less  instructive  material  than  allowed  to  visit  with  each  other  nor  look  at  each 

the  plates  preceding,  hence  the  students  must  use  other's  work  while  solving  it. 
more  initiative  to  work  it  out.     No  instruction  should 


GROOVED       BLOCK 


INSTRUCTIONS 

iPL.  E:  TK      THE     TOP 

PKC.  Tl VE  /A/ 


•t—f 2. 


_JL.. 


Supplementary  Plate  1 


SHOP      SKETCHING 


Supplementary  Plate  2 

This  plate  represents  two  small  machine  parts  in          sketch  and  a  copy  of  the  perspective  can  be  required 
dimensioned  perspective.     Its  use  may  be  restricted          Of  each  piece, 
to  the  drawing  of  working  sketches,  or  a  working 


SQILL- 


T  Bi.  QCK 


T 
I 


Supplementary  Plate  2 


60    ^  ;;:-.;'  SHOP      SKETCHING 


Supplementary  Plate  3 

A  working  sketch  of  a  special  wrench  is  illus-  pulleys,  and  is  sometimes  drawn  on  the  object  itself 

trated  on  this  plate.     One  feature  is  a  revolved  sec-  rather  than  to  the  side  as  illustrated, 
tion — a  section  at  right  angles  to  the  center  line  at 

any  chosen  point  to  show  the  shape  of  the  object  at  The  Problem  in  sketching  is  to  make  a  perspec- 

that  point.     A  revolved  section  is  often  used  to  il-  tive  from  this  workinS  sketch>  or  to  make  a  similar 

lustrate  the  shape  of  the  spokes  in  fly-wheels  and  sketch  from  a  wrench  furnished  by  the  teacher. 


SPECIAL    WRENCH 


It 


~H-  —  — Jr~ 


-a-" 


t± 


Supplementary  Plate  3 


62  SHOP     SKETCHING 


Supplementary  Plate  4 

Plate  4  illustrates  two  working  sketches,  one  of  a  it  being  imagined  that  a  part  of  the  object  has  been 

clamp  handle  such  as  is  sometimes  used  to  tighten  broken  away  in  order  to  show  the  threads.     This  is 

the  tail  stock  of  a  wood  lathe,  and  the  other  an  S  called  a  "partial  section." 
wrench.  j^  jg  SUggested  that  perspectives  be  required  of 

The  clamp  handle  shows  screw  threads  in  section,  these  objects. 


VRENCH 


CLflMP     HANDLE. 


Supplementary  Plate  4 


64    /«\t  .''tt'TV  *t *•.«,«••'•«'*  SHOP      SKETCHING 


Supplementary  Plate  5 

Many  good  problems  in  sketching  can  be  secured  sketches   can   be   made   from   these   perspectives,   or 

in  the  wood   shop.     The  footstool   and   taboret   are  similar  sketches  can  be  made  from  the  working  draw- 

very   familiar    objects    to   most   students.     Working  ings  which  the  cabinet  shop  will  have  in  abundance. 


TfSBOf-lET 


FOOTS  TOOL. 


Supplementary  Plate  5 


66  SHOPSKETCHING 


Supplementary  Plate  6 

The  working  sketch  of  a  tumbling  shaft  bracket  piace.     An  oil  hole  through  both  the  bearing  and  the 

is  a  good  example  of  a  simple  bearing.     Notice  that  bushing  allow  lubrication  for  the  shaft  which  moves 

on  the  front  view  two  full  circles  are  represented,  back  and  forth  in  the  bearing, 
the  large  one  being  the  hole  bored  out  in  the  body 

of  the  bracket,  and  the  small  one  the  inside  bearing  A  Perspective  from  this  working  sketch  is  the 

suiface  of  the  bushing  which  is  driven  or  pressed  in  rc1uired  Problem  in  tnis  case' 


TUW&UNG     SH/1FT     BHtfCKCT 


••• 

1 

"1 

T'-f 

!      i 

:     i 

'                ! 

r; 

j__^  

s 

! 

i        ! 

! 

3i- 


Supplementary  Plate  6 


68  SHOPSKETCHING 


Supplementary  Plate  7 

This  dimensioned  perspective  shows  a  valve  yoke          of   it.     Notice   the   manner   of  showing   the   curved 
such  as  is  used  on  most  types  of  locomotives.     A          edges  in  perspective, 
working  sketch,  completely  dimensioned,  is  required 


l/W/.l/g   YOKE 


WROUGHT       IRON 


Supplementary  Plate  7 


70        eVec  SC'S  Vc   c  '  SHOP      SKETCHING 


Supplementary  Plate  8 

This  bearing  shows  two  views  in  full   section.  such  as  the  cylinder  block  of  a  gas  engine,  may  re- 

When  it  is  necessary,  any  number  of  sections  can  be  quiie  at  least  a  dozen  sections,  taken  through  various 

used  to  illustrate,  clearly,  the  internal  construction  parts  of  the  body. 
of  a  piece.     A  large  object  with  many  holes  inside,  A  perspective  should  be  made  of  this  project. 


CAR 


E/4RING    FOR    u  &    REEB-     C&B3 


HOL£ 


ON 


:vr 


* 


I  -i* 

ntt.j 

(O 


^Sj 

Hth 


Supplementary  Plate  8 


72       JAt  U'' V*'   v'  '         itt'tS'  SHOP      SKETCHING 


Supplementary  Plate  9 

It  will  be  very  good  practice  for  the  student  to  copy  the  top  view  and  draw  full  sections  in  place  of 

trace  out  the  meaning  of  the  various  dotted  lines  on  the  front  and  side  views  as  they  are  here  given, 
this  working  sketch.     As  his  problem,  and  to  test  his  A  perspective   from   this  working  drawing  will 

ability  to  read  working  drawings,  the  student  should  also  prove  of  value  to  the  student. 


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Supplementary  Plate  9 


74  SHOPSKETCHING 


Supplementary  Plate  10 

If  a  perspective  of  this  bracket  is  drawn,  notice  on  each  side  of  the  center  line  are  the  same.     There 

that  there  are  two  bearings,  the  one  to  the  left  being  is    always    one    dimension    which    covers   the    entire 

the  same  distance  from  the  center  line  that  the  one  length  of  the  finished  piece.     The  dimension  32 1/2" 

to  the  right  is  drawn.     This  is  often  done  in  work-  represents  it  here,  and  there  is  no  arrow  head  on  its 

ing  drawings  when  the  object  is  long,  and  the  parts  left  hand  end. 


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Supplementary  Plate  10 


76  SHOP      SKETCHING 


Supplementary  Plate  11 

The  last  three  plates  represent  projects  of  interest  The  ability  to  make  such  sketches  will  be  appreciated 

to  agricultural  and  architectural  students.  by  the  farmer  who  very  often  is  called  upon  to  ex- 

In  the  first  the  perspective  of  a  watering  trough  plain  some  part  of  his  farm  equipment  to  another 

is  given.  The  principal  dimensions  are  attached.  person  who  is  to  build  it  for  him. 


CONCRETE     WATERING 


Supplementary  Plate  11 


78  SHOPSKETCHING 


Supplementary  Plate  12 

The  perspective  of  an  ordinary  window  frame  is  head,  stile,  and  sill,  dimensioning  the  parts  in  the 

shown  en  this  plate.  regular  manner. 

The   student   should   draw   sections   through   the 


WINDOW 


IN 


Supplementary  Plate  12 


80  SHOP       SKETCHING 


Supplementary  Plate  13 

The  problem  presented  on  this  plate  is  an  inter-  wishes  to  duplicate  on  his  farm,  it  will  be  a  very  use- 

esting  one  to  the  student  of  agriculture.     After  solv-  fuj  procedure  for  the  student  to  measure  up  and 

ing  it  and  putting  on  its  principal  dimensions,  he  sketch  the  hog  pen  in  such  shape  that  the  building 

sh-uld  have  acquired  the  ability  to  make  working  can  be  built  from  his  sketches  without  the  need  of 

sketches   of   simple   structures   of   this   type.     If   a  further  reference  to  the  existing  building, 
neighbor  owns  a  hog  pen  which  the  student's  father 


CHICKEN        HOUSE 


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INSTRUCTIONS 
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OF    THIS    CH/CK£".*i     ^OU3£.       Afo    O/M- 


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Supplementary  Plate  13 


INDEX 


Page 

Angle  of  Inclination 14 

Hoard 8 

Calipers 11 

Circle  in  Perspective 30 

Contents 3 

Cross-Section  Paper 54 

Definitions 7 

Drawing  Materials 8 

Enclosing  Solid 20 

Erasers 8 

Foreshortening 16 

Forty-five  degree  Perspective 18 

Horizon  Line 14 

Horizontal  Sketching 12 

How  to  Sketch 11 

Index 83 

Inventive  Sketches 7 

Measuring  Tools 11 

Paper 8 

Pencils 8 

Perspective  Protractor 26 

Plate  Layout 14 

Plate    1 14 

Plate    2 18 

Plate    3 20 

Plate    4 22 

Plate    5 24 

Plate    6 26 

Plate    7 28 

Plate    8 30 

Plate    9 34 

Plate  10 34 

Plate  11 36 

Plate  12 : 38 


Page 

Plate  13 40 

Plate  14 42 

Plate  15 44 

Plate  1<3 46 

Plate  17 48 

Plate  18 50 

Plate  19 51 

Plate  20 52 

Plumb  Bob 11 

Preface 5 

References  .    . . '. 12 

Rule 11 

Section 44 

Shop  Sketching 7 

Supplementary  Plate    1 56 

Supplementary  Plate    2 58 

Supplementary  Plate    3 60 

Supplementary  Plate    4 62 

Supplementary  Plate    5 64 

Supplementary  Plate    6 66 

Supplementary  Plate     7 6S 

Supplementary  Plate    8 70 

Supplementary  Plate    9 72 

Supplementary  Plate  10 74 

Supplementary  Plate  11 76 

Supplementary  Plate  12 78 

Supplementary  Plate  13 80 

Square 11 

Surface  Gauge 11 

Table  Line 20 

Test  Plate 56 

Vanishing  Points 14 

Vertical  Sketching 11 

Working  Sketches 7 


f 


YC   19717 


4 ! 6030 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


